Shared Performance Goals Negotiated During Collaborative Group Activity in Inquiry-Based Science Classrooms

• In Event: Poster Session 17
  In Poster Session: Motivation in Education SIG Poster Session 2

Abstract

Achievement goal theory has primarily investigated individual’s goals, with limited attention to how goals operate in social contexts. This study examines group-level shared performance goals during collaboration within inquiry-based science classrooms. Data included videotaped group interactions for four groups during 7th grade inquiry science. Qualitative analysis involved contrasting groups on coded and analyzed primary themes for enacting shared achievement goals. Two groups evidenced salient performance goals by promoting a competence and relative ability focus within the group, but by distinct means. Group A’s key pattern was a focus on mistakes as a competence threat, while Group B established a status hierarchy, excluding low status members’ contributions. Results evidence collectively-negotiated performance goals as detrimental to interpersonal interactions and learning.

Authors

• Toni Kempler Rogat, Purdue University

• Karlyn R. Adams-Wiggins, Portland State Univeristy

• Temitope F. Adeoye, Purdue University

• Zhiping Zhang, Purdue University